2025 State Assessment & Accountability Results PDF Free Download
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2025 State Assessment &
Accountability Results
Boston Public Schools
Office of Data & Accountability
Fall 2025
Slide 2
MA Accountability System Components
For HS grade spans only
Indicator Description Non-HS Wt HS Wt
Achievement MCAS scores in ELA, math, and science 60% 40%
Student Growth Student growth percentiles in ELA and math 20% 20%
High School Completion Four-year cohort grad rate, Extended
engagement rate, annual dropout rate 0% 20%
Progress Towards English
Proficiency Percent of English learners meeting annual
targets in order to reach English proficiency in six
years
10% 10%
Chronic Absenteeism Percentage of students missing 10% or more of
the days they were enrolled at a given school 10% 5%
Advanced Coursework
Completion Percentage of 11th and 12th graders completing
advanced coursework 0% 5%
Slide 3
Accountability Highlights
❖Chronic Absenteeism decreased for nearly all grade levels and student
groups.
❖Making progress towards Language Proficiency rates reached the
highest level in the last 5 years.
❖The district is classified as making moderate progress towards targets.
Slide 4
Accountability Classifications
Not requiring assistance or intervention Requiring assistance or intervention
Schools of
Recognition Meeting or exceeding
targets Substantial progress
toward targets Moderate progress
toward targets Limited or no progress
toward targets Focused/targeted
support Broad/comprehensive
support
Recognized for high
achievement, high
growth, or
exceeding targets
Cumulative
criterion-referenced
target percentage
75-100
Cumulative
criterion-referenced
target percentage
50-74
Cumulative
criterion-referenced
target percentage
25-49
Cumulative
criterion-referenced
target percentage 0-24
●Percentiles 1-10 and/or,
●Low graduation rate
and/or,
●Low performing groups
and/or
●Low participation rate
●Underperforming
schools
●Chronically
underperforming
schools
All schools and districts are classified into two broad categories: requiring
assistance and not requiring assistance. They are then placed into one of the
below seven groups:
Slide 5
Accountability Classifications
Not requiring assistance or intervention Requiring assistance or intervention
Schools of
Recognition Meeting or exceeding
targets Substantial progress
toward targets Moderate progress
toward targets Limited or no progress
toward targets Focused/targeted
support Broad/comprehensive
support
Recognized for high
achievement, high
growth, or
exceeding targets
Cumulative
criterion-referenced
target percentage
75-100
Cumulative
criterion-referenced
target percentage
50-74
Cumulative
criterion-referenced
target percentage
25-49
Cumulative
criterion-referenced
target percentage 0-24
●Percentiles 1-10 and/or,
●Low graduation rate
and/or,
●Low performing groups
and/or
●Low participation rate
●Underperforming
schools
●Chronically
underperforming
schools
Six schools have been named a School of Recognition for high achievement,
high growth, and meeting or exceeding targets. This is the highest number of
schools of recognition in the district in recent history.
Boston Latin Academy
Boston Latin School
New Mission
Grew Elementary
PJ Kennedy Elementary
Philbrick Elementary
Slide 6
Indicator
All students
(Non-high school grades)
Lowest-performing students
(Non-high school grades)
All students
(High school grades)
Lowest-performing students
(High school grades)
Points
earned
Total possible
points
Weight
%
Points
earned
Total possible
points
Weight
%
Points
earned
Total possible
points
Weight
%
Points
earned
Total possible
points
Weight
%
Achievement
English language arts achievement 2 4 - 2 4 - 0 4 - 0 4 -
Mathematics achievement 2 4 - 4 4 - 0 4 - 0 4 -
Science achievement 2 4 - - - - 0 4 - - - -
Achievement total 6 12 60.0% 6 8 67.5% 0 12 40.0% 0 8 67.5%
Growth
English language arts growth 2 4 - 2 4 - 2 4 - 3 4 -
Mathematics growth 2 4 - 2 4 - 3 4 - 3 4 -
Growth total 4 8 20.0% 4 8 22.5% 5 8 20.0% 6 8 22.5%
High school completion
Four-year cohort graduation rate - - - - - - 0 4 - - - -
Extended engagement rate - - - - - - 0 4 - - - -
Annual dropout rate - - - - - - 1 4 - - - -
High school completion rate - - - - - - 1 12 20.0% - - -
Progress toward attaining
English language proficiency
English language proficiency
total 3 4 10.0% - - - 4 4 10.0% - - -
Additional indicators
Chronic absenteeism 3 4 - 4 4 - 4 4 - 4 4 -
Advanced coursework completion - - - - - - 3 4 - - - -
Additional indicators total 3 4 10.0% 4 4 10.0% 7 8 10.0% 4 4 10.0%
2025 Boston Accountability Wins
BPS met or exceeded our accountability target in the following areas:
●English language proficiency, non-HS and HS grades
●Chronic absenteeism, non-HS and HS grades
●Math achievement, non-HS lowest performing students
●Math growth, HS grades all students
●ELA and Math growth, HS lowest performing students
Slide 7
Progress for Multilingual Learners
●As part of the Inclusive Education
Plan, the majority of multilingual
learners are now served in inclusive
SEI classrooms. Beyond inclusive SEI
classrooms, ML students are also
served in Dual Language, Transitional
Bilingual Education, SLIFE, and
Newcomer programs.
●The percentage of multilingual
learners making progress increased
by 3.8 ppts for non-high school
grades and 7.3 ppts for high school
grades. These increases are across
different ML program types.
Slide 8
Indicator
All students
(Non-high school grades)
Lowest-performing students
(Non-high school grades)
All students
(High school grades)
Lowest-performing students
(High school grades)
Points
earned
Total possible
points
Weight
%
Points
earned
Total possible
points
Weight
%
Points
earned
Total possible
points
Weight
%
Points
earned
Total possible
points
Weight
%
Achievement
English language arts achievement 2 4 - 2 4 - 0 4 - 0 4 -
Mathematics achievement 2 4 - 4 4 - 0 4 - 0 4 -
Science achievement 2 4 - - - - 0 4 - - - -
Achievement total 6 12 60.0% 6 8 67.5% 0 12 40.0% 0 8 67.5%
Growth
English language arts growth 2 4 - 2 4 - 2 4 - 3 4 -
Mathematics growth 2 4 - 2 4 - 3 4 - 3 4 -
Growth total 4 8 20.0% 4 8 22.5% 5 8 20.0% 6 8 22.5%
High school completion
Four-year cohort graduation rate - - - - - - 0 4 - - - -
Extended engagement rate - - - - - - 0 4 - - - -
Annual dropout rate - - - - - - 1 4 - - - -
High school completion rate - - - - - - 1 12 20.0% - - -
Progress toward attaining
English language proficiency
English language proficiency
total 3 4 10.0% - - - 4 4 10.0% - - -
Additional indicators
Chronic absenteeism 3 4 - 4 4 - 4 4 - 4 4 -
Advanced coursework completion - - - - - - 3 4 - - - -
Additional indicators total 3 4 10.0% 4 4 10.0% 7 8 10.0% 4 4 10.0%
2025 Boston Accountability Focus Areas
BPS did not meet our accountability target in the following areas:
●ELA, Math, and Science achievement, HS All Students
●ELA, Math, and Science achievement, HS lowest performing students
●Graduation Rate
●Extended Engagement Rate
●Dropout Rate
Slide 9
MCAS Highlights
❖Non-high school Math performance increased for a third
year in a row.
❖Non-high school ELA performance achievement returned to
2023 levels.
❖High school achievement remained steady in Math and
declined in ELA and Science (less than state and
comparable districts), following the elimination of MCAS as
a high school graduation requirement.
Slide 10
Percent Meeting and Exceeding Expectations
Student Group 2022 2023 2024 2025 1-yr Trend
All Students 29% 29% 27% 29% 2.4
Grade 3 30% 32% 30% 31% 1.0
Grade 4 24% 26% 27% 28% 0.6
Grade 5 28% 32% 27% 28% 0.9
Grade 6 29% 30% 27% 30% 2.7
Grade 7 32% 26% 25% 31% 6.5
Grade 8 30% 30% 25% 28% 2.7
Asian 51% 56% 51% 54% 2.5
Black 19% 18% 16% 18% 1.9
Latinx 18% 19% 16% 19% 2.2
White 60% 60% 59% 63% 4.1
Low Income 20% 19% 17% 19% 1.9
SWD 9% 7% 6% 7% 0.8
EL 5% 5% 4% 4% 0.5
Former EL 39% 39% 36% 39% 2.3
EL SWD 2% 2% 2% 1% -0.5
Grades 3-8 ELA MCAS Achievement Over Time
All grades and student groups (except EL SWDs) experienced 1-year increases
in percent meeting/exceeding expectations. However, Black, Latinx, SWD, and
EL students met/exceeded expectations at a lower rate than the district
average.
Results include performance for all students, including students participating in MCAS Alt. For accountability reporting purposes, MCAS ALT performance levels are
converted to “Not Meeting Expectations.” *Rates for English Learners with Disabilities (ELSWD) are internally calculated
Slide 11
ELA % Meeting/Exceeding Expectations Math % Meeting/Exceeding Expectations Science % Meeting/Exceeding Expectations
2024 2025 2024 2025 2024 2025
District % meet/
exceeds
#
included
% meet/
exceeds
1-yr
change
% meet/
exceeds
#
included
% meet/
exceeds
1-yr
change
% meet/
exceeds
#
included
% meet/
exceeds
1-yr
change
Boston 27% 12,618 29% 2 26% 12,832 28% 2 22% 5,756 22% 0
Worcester 23% 10,170 26% 3 23% 10,148 24% 1 21% 3,344 24% 3
Springfield 19% 9,341 22% 3 16% 9,321 17% 1 21% 3,012 21% 0
Lynn 15% 6,775 17% 2 14% 6,776 14% 0 23% 2,164 19% -4
Lowell 23% 6,753 28% 5 29% 6,773 31% 2 22% 2,156 21% -1
Brockton 21% 6,381 21% 0 20% 6,380 19% -1 19% 2,073 18% -1
Lawrence 15% 5,843 18% 3 18% 5,847 19% 1 16% 1,970 17% 1
State 39% 396,309 42% 3 41% 396,348 41% 0 42% 132,011 42% 0
Grades 3-8 State and Urban District Comparison
Boston experienced improvement similar to comparable urban districts in ELA performance (+2 ppts) and greater improvement
Math performance (+2 ppts). In Science, Boston and the state at large saw no change in performance where several districts saw
declines.
Source: MA DESE
Slide 12
❖2025 ELA results align to evidence seen in classrooms
observations.
❖For all classrooms there was increased use of HQIM use.
❖Elementary classrooms showcased higher rates of EQL
elements as compared to high school classrooms.
Equitable Literacy and Achievement
SY24-25 Equitable Literacy Observation Results
Observation Focus Area Elementary
(3-8) High School
(9-12)
Alignment to Grade Level 82% 71%
Explicit Use of High Quality Instructional
Materials (HQIM) 77% 43%
Students ‘Doing the Heavy Lift’ 70% 59%
Data Source: Internal analysis of Equitable Literacy dashboard data as of February 2025
Slide 13
Percent Meeting and Exceeding Expectations
Student Group 2022 2023 2024 2025 1-yr Trend
All Students 47% 47% 42% 40% -2.3
Asian 71% 75% 70% 70% 0.2
Black 39% 38% 34% 31% -3.0
Latinx 38% 37% 30% 29% -1.0
White 77% 77% 75% 75% 0.3
Low Income 38% 36% 33% 30% -3.1
SWD 13% 14% 11% 13% 2.3
EL 6% 5% 2% 3% 0.8
Former EL 53% 51% 39% 39% 0.3
EL SWD* 2% 5% 1% 3% 1.6
Grade 10 ELA MCAS Achievement Over Time
MCAS ALT performance levels are converted to “Not Meeting Expectations” in the green table on the left. For accountability purposes, MCAS Alt performance
levels are converted to scaled scores and are included in the chart on the right. *Rates for English Learners with Disabilities (ELSWD) are internally calculated
While some student groups saw increases in percent meeting or exceeding expectations (SWDs +2.4 ppts, EL SWDs +1.7 ppts), all
students and student groups experienced year over year declines in average scaled scores, in particular EL SWDs (-4 ppts) and
Black students (-3.8 ppts).
Slide 14
ELA % Meeting/Exceeding Expectations Math % Meeting/Exceeding Expectations Science % Meeting/Exceeding Expectations
2024 2025 2024 2025 2024 2025
District % meet/
exceeds
#
included
% meet/
exceeds
1-yr
change
% meet/
exceeds
#
included
% meet/
exceeds
1-yr
change
% meet/
exceeds
#
included
% meet/
exceeds
1-yr
change
Boston 42% 3,078 40% -2 38% 3,012 38% 0 34% 2,672 33% -1
Worcester 40% 1,849 33% -7 27% 1,827 24% -3 28% 1,545 27% -1
Springfield 31% 1,525 28% -3 17% 1,500 18% 1 17% 1,355 15% -2
Lynn 34% 1,248 28% -6 18% 1,238 16% -2 23% 1,032 20% -3
Lowell 40% 826 30% -10 32% 821 23% -9 34% 719 17% -17
Brockton 38% 728 29% -9 18% 722 18% 0 21% 642 19% -2
Lawrence 21% 771 17% -4 14% 754 11% -3 13% 623 14% 1
State 57% 67,825 51% -6 48% 67,096 45% -3 49% 64,735 46% -3
Grade 10 State and Urban District Comparison
In grade 10 ELA and Science, Boston experienced smaller declines in performance than the state with higher performance levels
than comparable urban districts. In Math, Boston saw no change while the state declined (-3 ppts).
Source: MA DESE
Slide 15
Math 2025 Average Composite Scaled Score 2025 % Meeting or Exceeding Expectations
Not Chronically
Absent
Chronically
Absent Difference Not Chronically
Absent
Chronically
Absent Difference
Grades 3-8 489 474 -15 33% 11% -22
Grade 10 499 482 -16 47% 21% -26
ELA 2025 Average Composite Scaled Score 2025 % Meeting or Exceeding Expectations
Not Chronically
Absent
Chronically
Absent Difference Not Chronically
Absent
Chronically
Absent Difference
Grades 3-8 489 477 -12 34% 16% -18
Grade 10 497 482 -15 48% 25% -24
ELA & Math MCAS Results vs. Chronic Absenteeism
District-level Chronic Absenteeism/MCAS analysis is internally calculated using DESE methodology. Results include performance for all students, including students
participating in MCAS Alt. For accountability reporting purposes, MCAS ALT performance levels are converted to scaled score equivalents.
Chronic Absenteeism is defined as the percentage of students who were absent 10% or more of their total number of days of membership in a school.
For example: A student who enrolled in a school for 180 days and missed 18 days is counted as absent for missing 10% or more that school year.
Chronically absent students perform lower, on average, compared to Not Chronically Absent students in both ELA and Math MCAS.
This trend is similar to statewide performance.
Slide 16
Key Takeaways
❖Boston will continue to focus on Chronic Absenteeism in order to ensure continued
improvement in achievement.
❖Boston will monitor and strengthen the implementation of inclusive education
strategy to ensure all learners, like English Learners, receive consistent access to
Tier I instruction.
❖This year’s data provides evidence that Equitable Literacy strategy is beginning to
positively impact ELA achievement.
❖As graduation requirements change, Boston will focus on supporting students to
ensure that they have what they need to successfully move on to college/career.
Appendix
Slide 18
2025 Accountability
Glossary of Important Terms
Progress towards
Targets One component of the state accountability system. Represents the proportion (%) of points earned out of
the total points possible towards school-specific metric targets set by DESE. Schools earn 4 points for
exceeding the target, 3 for meeting it, 2 for improving below target, 1 for staying the same, and 0 for
declining. Schools can earn between 0 and 100% of the total possible points.
Accountability Percentile Second component of state accountability system. Schools are ranked against other schools within their
grade span across the same metrics as progress towards targets to determine their school
accountability percentile (1-99).
Chronic Absenteeism Defined as missing 10% or more of school days enrolled with a 20 day enrollment minimum. End-of-year
(EOY) rate from DESE's website excludes students whose enrollment changed between Oct 1 enrollment
snapshot and end of year snapshot (although they are included in the EOY district rate).
MCAS Meet & Exceed
Expectations (M+E) Defined as scoring 500-560 on the MCAS Next Generation ELA, Math, or Science summative assessments.
This report shows the proportion of students by school who met or exceeded expectations on MCAS.
MCAS is taken each year in the Spring.
MCAS Average
Composite Scaled Score
(CSS)
From DESE's website: The average composite scaled score ranges from 440 to 560, is reported at the
district, school, and student group level, and is calculated by averaging the scaled scores for all students
who participated in MCAS and MCAS-Alt assessments in that subject.
MCAS Student Growth
Percentile (SGP) From DESE's website: At the school or student group level, DESE reports the mean SGP, which represents
the average student growth percentile for that school or student group, using growth results for each
student who was enrolled in the school as of October 1 of the same school year. For growth results to be
reported, there must be SGP data for at least 20 students in each grade span.
2025 Accountability
Results
Slide 20
2025 Accountability
MA Accountability System Classification & Gradespans
Not requiring assistance or intervention Requiring assistance or intervention
Schools of
Recognition Meeting or exceeding
targets Substantial progress
toward targets Moderate progress
toward targets Limited or no progress
toward targets Focused/targeted
support Broad/comprehensive
support
Recognized for high
achievement, high
growth, or
exceeding targets
Cumulative
criterion-referenced
target percentage
75-100
Cumulative
criterion-referenced
target percentage
50-74
Cumulative
criterion-referenced
target percentage
25-49
Cumulative
criterion-referenced
target percentage 0-24
●Percentiles 1-10 and/or,
●Low graduation rate
and/or,
●Low performing groups
and/or
●Low participation rate
●Underperforming
schools
●Chronically
underperforming
schools
For accountability percentile only: Schools are grouped and
compared based on the grades served in 2025:
Non-High
Schools
Serving only a
combination of
grades 3-8
Middle/High/K-12
Schools
Serving grade 10
and at least one
other grade 3-8
High Schools
Schools in which
the only tested
grade is grade 10
Measures the performance of all
students in a school compared
to other schools that serve
similar grades; reported as a
percentile (1-99)
Normative Component
(Accountability Percentile)
Measures the district’s or
school’s progress towards their
individual improvement targets;
reported as a percentage
Criterion-Referenced Component
(Targets)
The accountability system is made up of two components:
All schools and districts are classified into two broad categories: requiring assistance and not requiring assistance. They are
then placed into one of the below seven groups:
Slide 21
2025 Accountability
MA Accountability System Components
For HS grade spans only
Indicator Description Non-HS Wt HS Wt
Achievement MCAS scores in ELA, math, and science 60% 40%
Student Growth Student growth percentiles in ELA and math 20% 20%
High School Completion Four-year cohort grad rate, Extended
engagement rate, annual dropout rate 0% 20%
Progress Towards English
Proficiency Percent of English learners meeting annual
targets in order to reach English proficiency in six
years
10% 10%
Chronic Absenteeism Percentage of students missing 10% or more of
the days they were enrolled at a given school 10% 5%
Advanced Coursework
Completion Percentage of 11th and 12th graders completing
advanced coursework 0% 5%
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TRANSLATION NEEDED
Slide 22
2025 Accountability
Accountability Classifications
2025 District Accountability Classification
Overall Classification Not requiring assistance or intervention
Reason for Classification Moderate progress toward targets
Progress toward improvement target 48%
Reason for Classification Number of MA Districts % of MA Districts
Meeting or exceeding targets 41 10.4%
Substantial progress toward targets 120 30.3%
Moderate progress toward targets 193 48.7%
Limited or no progress toward targets 4 1.0%
In need of focused/targeted support 27 6.8%
In need of broad/comprehensive support 20.5%
Insufficient data 92.3%
Total 396
Slide 23
2024 2025
N % N %
Not requiring
assistance or
intervention
School of Recognition* 3 2.8% 6 5.6%
Meeting or exceeding targets 5 4.6% 7 6.5%
Substantial progress toward targets 29 26.6% 17 15.7%
Moderate progress toward targets 15 13.8% 20 18.5%
Limited or no progress toward targets 1 0.9% 2 1.9%
Requiring assistance
or intervention
Focused/targeted support 38 34.9% 39 36.1%
Broad/comprehensive support 6 5.5% 6 5.6%
Insufficient data 12 11.0% 11 10.2%
Total 109 100.0% 108** 100.0%
2025 Accountability
Overall Shifts in Accountability since 2024
*2025 Schools of Recognition include: New Mission High School, Boston Latin Academy, Boston Latin School, Patrick J. Kennedy, Grew Elementary,
and Philbrick Elementary
**Shaw-Taylor Elementary School merged accountability data in SY 24-25.
Slide 24
2025 Accountability
Progress toward Attaining English Language Proficiency
Both non-high school and high school groups showed notable improvement in English Language
proficiency, meeting (+3.8 ppt) and exceeding targets (+7.3 ppt) respectively. Compared to other
accountability domains, progress towards attaining English Language proficiency represented a
district-wide strength.
Progress toward attaining English language proficiency
Group Grade span 2024 Rate (%) 2025 Rate (%) Change Target (%) N Points
All Students Non-High School 44.6 48.4 3.8 46.2 7,578 3
All Students High School 17.6 24.9 7.3 18.9 2,940 4
Slide 25
2025 Accountability
School Accountability Percentiles
List of all schools by accountability status excluding Horace Mann Charters
Of 108 schools, 46 schools improved their accountability percentile with increases ranging from 1 to
24 percentage points. 32 schools declined and 12 schools remained the same.
Slide 26
22 schools improved their accountability percentile over two consecutive years. Of those 22, nine had
three-year consecutive improvement with 2025 percentiles ranging from the 4th to 85th percentile.
The five-year improvements for these schools range from 2 to 64 percentile points.
2025 Accountability
9 Schools increased their accountability percentile for
three consecutive years
** 2024 School of Recognition, defined by DESE as having high achievement, high growth, and met/exceeded targets
^ SY24-25 Transformation school
School Region 2022 2023 2024 2025 1-Yr Diff
Higginson-Lewis K-8 School^ 4 1 2 3 4 +1
Greenwood Sarah K-8 School^ 3 3 7 8 9 +1
TechBoston Academy^ 9 5 8 9 14 +5
Dearborn 6-12 STEM Academy^ 9 2 10 14 16 +2
Otis Elementary School 1 42 45 53 58 +5
Alighieri Dante Montessori School** 1 52 54 72 79 +7
Perry Elementary School 2 29 67 82 85 +3
Warren-Prescott K-8 School 1 72 76 80 84 +4
Eliot K-8 Innovation School 1 83 86 87 90 +3
2025 MCAS Results
Slide 28
2025 MCAS
About the Data
▫MCAS results for Horace Mann Charter Schools are not included in this deck.
▫Scaled Score & Performance Level Cut Points
▪Average Scaled Score & Percent of students at performance levels
▫Average Student Growth Percentile
1.0 - 29.9 30.0 - 39.9 40.0 - 49.9 50.0 - 59.9 60.0+
Very Low Growth Low Growth Typical Growth - Low Typical Growth - High Exceeded Typical Growth
Slide 29
Summary
▫Grades 3-8 ELA performance increased by 0.7 scaled score points and fell below the 2025 Recovery
Path Accountability Target of 487.9
▪The state increased by 0.5 points and fell below its Path Forward target of 495.9
▫Grades 3-8 Math performance increased by 0.3 scaled score points and fell below the 2025 Recovery
Path Accountability Target of 487.5
▪The state declined by 0.3 points and fell below its Path Forward target of 497.3
2025 MCAS
Grade 3-8 MCAS Achievement
More information on DESE Accountability Targets can be found here.
Slide 30
Summary
▫Grade 10 ELA performance decreased by 2.9 scaled score points and fell below the 2025 Path Forward
Accountability Target of 497.0
▪The state decreased by 4.7 points and fell below its Path Forward target of 504.2
▫Grade 10 Math performance decreased by 1.0 scaled score points and fell below the 2025 Recovery
Path Accountability Target of 495.5
▪The state decreased by 2.6 points and fell below its Path Forward target of 503.3
2025 MCAS
Grade 10 MCAS Achievement
More information on DESE Accountability Targets can be found here.
Grades 3-8
ELA
MCAS Results by
Student Group
Slide 32
Percent Meeting and Exceeding Expectations
Student Group 2022 2023 2024 2025 1-yr Trend
All Students 29% 29% 27% 29% 2.4
Grade 3 30% 32% 30% 31% 1.0
Grade 4 24% 26% 27% 28% 0.6
Grade 5 28% 32% 27% 28% 0.9
Grade 6 29% 30% 27% 30% 2.7
Grade 7 32% 26% 25% 31% 6.5
Grade 8 30% 30% 25% 28% 2.7
Asian 51% 56% 51% 54% 2.5
Black 19% 18% 16% 18% 1.9
Latinx 18% 19% 16% 19% 2.2
White 60% 60% 59% 63% 4.1
Low Income 20% 19% 17% 19% 1.9
SWD 9% 7% 6% 7% 0.8
EL 5% 5% 4% 4% 0.5
Former EL 39% 39% 36% 39% 2.3
EL SWD* 2% 2% 2% 1% -0.5
2025 MCAS
Grades 3-8 ELA MCAS Achievement Over Time
All grades and student groups (except EL SWDs) experienced 1-year increases
in percent meeting/exceeding expectations. Some student groups, including,
Black, Latinx, SWD, and EL students, met/exceeded expectations at a lower
rate than the district average.
MCAS ALT performance levels are converted to “Not Meeting Expectations” in the green table on the left. For accountability purposes, MCAS Alt performance levels are
converted to scaled scores and are included in the chart on the right. *Rates for English Learners with Disabilities (ELSWD) are internally calculated
Duplicate slide NO
TRANSLATION NEEDED
Slide 33
Average Student Growth Percentile
Student Group 2023 2024 2025 1-yr Trend
All Students 49.2 49.6 48.7 -0.9
Grade 3 -- -- -- --
Grade 4 48.4 49.9 48.0 -1.9
Grade 5 54.2 51.6 50.1 -1.5
Grade 6 52.8 50.9 51.5 0.6
Grade 7 45.1 49.8 49.9 0.1
Grade 8 45.8 45.8 43.9 -1.9
Asian 55.2 52.9 53.3 0.4
Black 45.5 47.4 46.7 -0.7
Latinx 48.6 48.9 47.2 -1.7
White 53.7 53.2 53.1 -0.1
Low Income 47.7 48.6 47.3 -1.3
SWD 42.8 44.2 43.2 -1.0
EL 46.7 46.7 46.0 -0.7
Former EL 52.8 53.9 52.1 -1.8
EL SWD* 43.2 43.3 41.3 -2.0
2025 MCAS
Grades 3-8 ELA MCAS Growth Over Time
SGP calculations exclude scores from MCAS ALT assessments
While growth is in the typical range (40-60) across all grade levels and student
groups, there were 1-year decreases for all students (-0.9), and in particular for
Grade 8 (-1.9), Latinx students (-1.7), and English Learners with Disabilities (-2.0).
Grades 3-8
Math
MCAS Results by
Student Group
Slide 35
Percent Meeting and Exceeding Expectations
Student Group 2022 2023 2024 2025 1-yr Trend
All Students 24% 26% 26% 28% 1.3
Grade 3 28% 28% 30% 31% 1.2
Grade 4 26% 28% 32% 29% -2.9
Grade 5 21% 25% 24% 27% 2.6
Grade 6 24% 26% 26% 26% 0.4
Grade 7 24% 23% 24% 28% 3.7
Grade 8 23% 24% 22% 25% 3.0
Asian 61% 63% 62% 64% 2.4
Black 12% 12% 14% 15% 1.3
Latinx 13% 15% 15% 16% 1.1
White 55% 57% 59% 61% 1.5
Low Income 15% 16% 16% 17% 0.9
SWD 8% 7% 7% 7% 0.0
EL 8% 7% 8% 8% 0.1
Former EL 34% 36% 36% 38% 1.9
EL SWD 3% 3% 3% 3% -0.6
Across all grades and student groups, math performance improved overall,
with the exception of Grade 4 and EL SWDs. Notable gains were seen in Grade 7
(+3.7 ppts), Grade 8 (+3.0 ppts), and Grade 5 (+2.6 ppts).
2025 MCAS
Grades 3-8 Math MCAS Achievement Over Time
MCAS ALT performance levels are converted to “Not Meeting Expectations” in the green table on the left. For accountability purposes, MCAS Alt performance levels are
converted to scaled scores and are included in the chart on the right. *Rates for English Learners with Disabilities (ELSWD) are internally calculated
Slide 36
Average Student Growth Percentile
Student Group 2023 2024 2025 1-yr Trend
All Students 47.5 49.0 49.9 0.9
Grade 3 -- -- -- --
Grade 4 42.5 48.0 48.1 0.1
Grade 5 49.3 49.7 51.0 1.3
Grade 6 51.8 50.2 50.5 0.3
Grade 7 48.1 49.3 51.6 2.3
Grade 8 46.4 47.9 48.5 0.6
Asian 53.8 49.8 56.0 6.2
Black 43.3 46.9 47.5 0.6
Latinx 47.5 48.7 49.1 0.4
White 51.3 52.6 52.8 0.2
Low Income 46.2 47.7 48.6 0.9
SWD 41.4 44.2 44.1 -0.1
EL 44.8 47.7 48.4 0.7
Former EL 52.1 50.7 52.0 1.3
EL SWD 41.0 44.8 43.6 -1.2
2025 MCAS
Grades 3-8 Math MCAS Growth Over Time
SGP calculations exclude scores from MCAS ALT assessments
Overall, all students increased by 0.9 points, with most groups showing 1-yr
improvement. The largest gains were observed for Asian students (+6.2), Grade 7
(+2.3), Grade 5 (+1.3), and Former ELs (+1.3). Students with disabilities (–0.1) and
English learners with disabilities (–1.2) showed slight declines.
Science
MCAS Results by
Student Group
Slide 38
Percent Meeting and Exceeding Expectations
Student Group 2023 2024 2025 1-yr Trend
All Students 23% 22% 22% 0.5
Grade 5 23% 24% 27% 2.7
Grade 8 23% 19% 17% -1.7
Asian 53% 45% 46% 0.8
Black 12% 11% 11% -0.1
Latinx 13% 13% 13% 0.0
White 54% 53% 54% 1.2
Low Income 14% 14% 13% -0.8
SWD 7% 6% 6% 0.3
EL 2% 2% 2% 0.0
Former EL 26% 24% 25% 0.5
EL SWD* 2% 1% 1% -0.7
2025 MCAS
Grades 5 & 8 Science Achievement Over Time
MCAS ALT performance levels are converted to “Not Meeting Expectations” in the green table on the left. For accountability purposes, MCAS Alt performance
levels are converted to scaled scores and are included in the chart on the right. *Rates for English Learners with Disabilities (ELSWD) are internally calculated
Overall, BPS students experienced slight improvements in year-over-year performance in Science achievement (0.5 ppts). Grade 5
(+2.7 ppts) experienced improvement in the percent of students meeting/exceeding expectations and Grade 8 experienced a (-1.7
ppt) decline. Other gains were observed by SWD (+0.3 ppts) and Former EL (+0.5 ppts) students.
Slide 39
Percent Meeting and Exceeding Expectations (Biology)
Student Group 2022 2023 2024 2025 1-yr Trend
All Students 38% 46% 43% 34% -12
Asian 76% 76% 72% 59% -17
Black 20% 26% 30% 23% -3
Latinx 25% 32% 27% 21% -11
White 70% 79% 74% 63% -16
Low Income 25% 31% 31% 23% -8
SWD 10% 10% 10% 6% -4
EL 4% 6% 5% 4% -2
Former EL 39% 44% 45% 23% -21
2025 MCAS
Biology Achievement Over Time
MCAS ALT performance levels are converted to “Not Meeting Expectations” in the green table on the left. For accountability purposes, MCAS Alt performance levels
are converted to scaled scores and are included in the chart on the right.
Across student groups, high schools students testing in Biology experienced a large 1-year decline in performance (-12 ppts) with
Former EL students experiencing the greatest decline (-21 ppts). English Learners (-2 ppts) and Black (-3 ppts) students
experienced the smallest decrease in performance from last year.
Slide 40
Percent Meeting and Exceeding Expectations (Physics)
Student Group 2022 2023 2024 2025 1-yr Trend
All Students 18% 22% 20% 17% -3
Asian 50% 55% 45% 46% 1
Black 14% 15% 12% 11% -1
Latinx 15% 16% 15% 12% -3
White 39% 51% 51% 41% -10
Low Income 13% 16% 13% 10% -3
SWD 5% 6% 6% 4% -2
EL 3% 3% 4% 2% -2
Former EL 20% 22% 19% 15% -4
2025 MCAS
Physics Achievement Over Time
MCAS ALT performance levels are converted to “Not Meeting Expectations” in the green table on the left. For accountability purposes, MCAS Alt performance levels
are converted to scaled scores and are included in the chart on the right.
Across student groups, high schools students testing in Physics experienced slight 1-year declines in performance (-3 ppts), with
the largest decline in performance observed for White students (-10 ppts) compared to last year. However, Asian students
experienced a slight improvement (+1 ppts).
Civics
MCAS Results by
Student Group
Slide 42
2025 MCAS
Grade 8 Civics Achievement
Results exclude students participating in MCAS Alt.
For the first year of the Grade 8 civics MCAS requirement, 23% of students met or exceeded expectations. This rate was 16 ppts lower
than the state’s (39%). Civics achievement mirrored similar achievement gaps across students groups as observed in other
subjects.
Student Group Average Scaled Score Percent M+E %
All Students 485 23%
Asian 499 46%
Black 480 16%
Latinx 481 14%
White 502 50%
Low Income 481 15%
SWD 473 8%
EL 470 2%
Former EL 486 17%
Grade 10
ELA
MCAS Results by
Student Group
Slide 44
Percent Meeting and Exceeding Expectations
Student Group 2022 2023 2024 2025 1-yr Trend
All Students 47% 47% 42% 40% -2.3
Asian 71% 75% 70% 70% 0.2
Black 39% 38% 34% 31% -3.0
Latinx 38% 37% 30% 29% -1.0
White 77% 77% 75% 75% 0.3
Low Income 38% 36% 33% 30% -3.1
SWD 13% 14% 11% 13% 2.3
EL 6% 5% 2% 3% 0.8
Former EL 53% 51% 39% 39% 0.3
EL SWD* 2% 5% 1% 3% 1.6
2025 MCAS
Grade 10 ELA MCAS Achievement Over Time
MCAS ALT performance levels are converted to “Not Meeting Expectations” in the green table on the left. For accountability purposes, MCAS Alt performance
levels are converted to scaled scores and are included in the chart on the right. *Rates for English Learners with Disabilities (ELSWD) are internally calculated
While some student groups saw increases in percent meeting or exceeding expectations (SWDs +2.3 ppts, EL SWDs +1.6 ppts), all
students experienced year over year decline in average scaled scores (-2.3 ppts). Additionally, Black students (-3.0 ppts) and Low
Income (-3.1 ppts) students experienced the largest 1-year decline.
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Slide 45
Average Student Growth Percentile
Student Group 2023 2024 2025 1-yr Trend
All Students 50.1 48.5 49.6 1.1
Asian 58.9 53.4 51.8 -1.6
Black 46.5 47.2 47.3 0.1
Latinx 47.0 45.5 49.8 4.3
White 59.7 55.4 52.1 -3.3
Low Income 46.6 46.5 48.4 1.9
SWD 39.8 43.8 46.9 3.1
EL 40.7 41.6 48.2 6.6
Former EL 53.1 49.7 58.5 8.8
EL SWD* 41.1 39.2 45.5 6.3
2025 MCAS
Grade 10 ELA MCAS Growth Over Time
SGP calculations exclude scores from MCAS ALT assessments
Growth for Grade 10 ELA increased for all students (+1.1) and is in the typical range (40-60), with Former EL students (+8.8), current EL
students (+6.6), ELSWDs (+6.3), and Latinx students (+4.3) experiencing the greatest year over year increases in SGP.
Grade 10
Math
MCAS Results by
Student Group
Slide 47
Percent Meeting and Exceeding Expectations
Student Group 2022 2023 2024 2025 1-yr Trend
All Students 41% 39% 38% 38% -0.1
Asian 82% 81% 79% 76% -2.5
Black 28% 27% 25% 27% 1.5
Latinx 31% 28% 25% 27% 2.5
White 74% 75% 77% 70% -6.3
Low Income 31% 28% 27% 27% 0.9
SWD 10% 8% 7% 11% 3.7
EL 7% 6% 6% 7% 0.8
Former EL 43% 40% 43% 41% -2.0
EL SWD 5% 3% 3% 2% -1.4
2025 MCAS
Grade 10 Math MCAS Achievement Over Time
MCAS ALT performance levels are converted to “Not Meeting Expectations” in the green table on the left. For accountability purposes, MCAS Alt performance
levels are converted to scaled scores and are included in the chart on the right. *Rates for English Learners with Disabilities (ELSWD) are internally calculated
BPS overall performance remained similar to last year. The percentage of students meeting expectations increased for Latinx (+2.5
ppts), Black (+1.5 ppts), SWD (+3.7 ppts), Low Income (+0.9 ppts), and EL (+0.8 ppts) students. In contrast, declines were observed
among Asian (–2.5 ppts), White (–6.3 ppts), Former EL (-2.0 ppts), and ELSWD (–1.4 ppts) students.
Slide 48
Average Student Growth Percentile
Student Group 2023 2024 2025 1-Yr Trend
All Students 50.8 53.9 57.8 3.9
Asian 62.8 64.4 64.2 -0.2
Black 44.1 49.0 55.2 6.2
Latinx 46.6 50.1 56.9 6.8
White 67.5 65.6 60.1 -5.5
Low Income 46.2 50.6 55.9 5.3
SWD 37.3 45.5 50.1 4.6
EL 41.3 45.2 52.8 7.6
Former EL 50.0 59.5 61.9 2.4
EL SWD 39.0 41.9 46.2 4.3
2025 MCAS
Grade 10 Math MCAS Growth Over Time
SGP calculations exclude scores from MCAS ALT assessments
Across student groups, Grade 10 Math growth was in the typical range (SGP 40–60), increasing by 3.9 points from last year and 7
points in the last 2 years, to levels above pre-pandemic results in 2019. Black students (+6.2), Latinx students (+6.8), and students
with disabilities (+4.6) all showed notable gains, with English learners (EL) experiencing the greatest increase (+7.6).
MCAS State Context
Slide 50
Grades 3-8 ELA & Math: State Context
In Grades 3-8, BPS saw a similar
improvement to the state in ELA.
Grade 7 and White students saw
similar or larger improvements in
BPS than statewide, but all
grades and student groups saw
minimums of 1 ppt
improvements where the state
saw minimum of no change for
some groups.
In Math, BPS saw a greater
1-year improvements than the
state for nearly all student
groups. Grade 4 saw -3 ppts
change for both the district and
the state. Grades 5, 7, 8 and
Asian students all saw
improvements greater than 2
ppts.
Source: MA DESE
DESE does not calculate rates for English Learners with Disabilities (ELSWD)
ELA MCAS % Meeting/Exceeding Expectations
Grades 3-8 (Non-HS)
Math MCAS % Meeting/Exceeding Expectations
Grades 3-8 (Non-HS)
Boston Public Schools MA STATE Boston Public Schools MA STATE
Student
Group 2025 1-yr
Trend
5-yr
Trend 2025 1-yr
Trend
5-yr
Trend 2025 1-yr
Trend
5-yr
Trend 2025 1-yr
Trend
5-yr
Trend
All Students 29% 2 -6 42% 3 -10 28% 1 -5 41% 0 -8
Grade 3 31% 1 -8 42% 0 -14 31% 1 -3 44% 0 -5
Grade 4 28% 1 -5 40% 3 -12 29% -3 -3 43% -3 -7
Grade 5 28% 1 -10 38% 0 -14 27% 3 -7 40% 0 -8
Grade 6 30% 3 -6 42% 2 -11 26% 0 -5 41% 1 -11
Grade 7 31% 6 0 42% 6 -6 28% 4 -5 39% 2 -9
Grade 8 28% 3 -7 44% 1 -8 25% 3 -9 38% 0 -8
Asian 54% 3 -9 64% 2 -8 64% 2 -9 71% 0 -5
Black 18% 2 -7 26% 2 -7 15% 1 -6 22% 0 -6
Latinx 19% 2 -9 22% 2 -11 16% 1 -7 20% 0 -9
White 63% 4 0 50% 3 -9 61% 2 -1 49% 0 -7
Low Income 19% 2 -7 23% 2 N/A 17% 1 -6 21% 0 N/A
SWD 7% 1 -3 12% 1 -4 7% 0 -3 13% 0 -2
EL 4% 1 -11 5% 0 -10 8% 0 -9 9% -1 -8
Former EL 39% 2 -18 38% 5 -13 38% 2 -15 39% 2 -10
Slide 51
ELA MCAS % Meeting/Exceeding Expectations
Grades 10 (HS)
Math MCAS % Meeting/Exceeding Expectations
Grades 10 (HS)
Boston Public Schools MA STATE Boston Public Schools MA STATE
Student
Group 2025 1-yr
Trend
5-yr
Trend 2025 1-yr
Trend
5-yr
Trend 2025 1-yr
Trend
5-yr
Trend 2025 1-yr
Trend
5-yr
Trend
All Students 40% -2 -5 51% -6 -10 38% 0 -9 45% -3 -14
Asian 70% 0 -4 76% -2 -2 76% -3 -9 78% -1 -4
Black 31% -3 -3 35% -7 -3 27% 1 -8 26% -1 -9
Latinx 29% -1 -5 31% -5 -6 27% 3 -7 23% -2 -10
White 75% 0 -1 59% -6 -10 70% -6 -8 53% -5 -14
Low Income 30% -3 -3 31% -7 N/A 27% 1 -9 24% -3 N/A
SWD 13% 2 0 17% -4 -5 11% 4 -3 12% -2 -6
EL 3% 1 -1 2% -1 -1 7% 1 -6 5% 0 -4
Former EL 39% 0 -5 33% -6 -4 41% -2 -11 31% -3 -11
Grade 10 ELA & Math: State Context
In Grade 10 ELA, BPS saw a
smaller decline to the state.
Statewide, the percent of
students meeting/exceeding
declined -6 ppt while BPS
experienced a -2 ppt decline. All
student groups experienced a
smaller decline than the state,
highlighting SWD and ELs with
positive improvement.
In Grade 10 Math, BPS saw no
change where the state saw -3
ppt decline. Asian and White
students experienced larger
declines than the state while
Latinx students (+3 ppts) and
SWD (+4 ppts) experienced a
slight increase compared to the
state (-2 ppts).
Source: MA DESE
DESE does not calculate rates for English Learners with Disabilities (ELSWD). Starting in 2022, DESE changed the definition of Low Income therefore, we cannot make 5-year
comparisons for this student group.
Slide 52
STE MCAS % Meeting/Exceeding Expectations
All Grades
Boston Public Schools MA STATE
Student Group 2025 1-yr Trend 5-yr Trend 2025 1-yr Trend 5-yr Trend
Grade 5 27% 3 3 46% 1 -3
Grade 8 17% -2 -7 37% -2 -9
Grade 5 & 8 22% 1 -2 42% 0 -6
Grade 10 33% -1 N/A 46% -3 N/A
Grades 5 & 8 and 10 STE: State Context
Compared to statewide trends,
Boston experienced larger
improvements and smaller
declines in Science.
In Grade 5, BPS saw a 3 ppt increase
in the percent of students
meeting/exceeding, whereas the
state only saw a 1 ppt increase.
In Grade 8, BPS experienced the
same 1 year decline (-2 ppts) to the
state.
In Grade 10, BPS experienced a
smaller 1 year decline (-1 ppt) than
the state (-3 ppts).
Source: MA DESE
For Grade 10, the highest achievement in Grade 9 or Grade 10 science is included in accountability results.
Slide 53
Grades 3-8 State and Urban District Comparison
Boston experienced improvement similar to comparable urban districts in ELA performance (+2 ppts) and greater improvement
Math performance (+2 ppts). In Science, Boston and the state at large saw no change in performance where several districts saw
declines.
Source: MA DESE
ELA % Meeting/Exceeding Expectations Math % Meeting/Exceeding Expectations Science % Meeting/Exceeding Expectations
2024 2025 2024 2025 2024 2025
District % meet/
exceeds
#
included
% meet/
exceeds
1-yr
change
% meet/
exceeds
#
included
% meet/
exceeds
1-yr
change
% meet/
exceeds
#
included
% meet/
exceeds
1-yr
change
Boston 27% 12,618 29% 2 26% 12,832 28% 2 22% 5,756 22% 0
Worcester 23% 10,170 26% 3 23% 10,148 24% 1 21% 3,344 24% 3
Springfield 19% 9,341 22% 3 16% 9,321 17% 1 21% 3,012 21% 0
Lynn 15% 6,775 17% 2 14% 6,776 14% 0 23% 2,164 19% -4
Lowell 23% 6,753 28% 5 29% 6,773 31% 2 22% 2,156 21% -1
Brockton 21% 6,381 21% 0 20% 6,380 19% -1 19% 2,073 18% -1
Lawrence 15% 5,843 18% 3 18% 5,847 19% 1 16% 1,970 17% 1
State 39% 396,309 42% 3 41% 396,348 41% 0 42% 132,011 42% 0
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Slide 54
ELA % Meeting/Exceeding Expectations Math % Meeting/Exceeding Expectations Science % Meeting/Exceeding Expectations
2024 2025 2024 2025 2024 2025
District % meet/
exceeds
#
included
% meet/
exceeds
1-yr
change
% meet/
exceeds
#
included
% meet/
exceeds
1-yr
change
% meet/
exceeds
#
included
% meet/
exceeds
1-yr
change
Boston 42% 3,078 40% -2 38% 3,012 38% 0 34% 2,672 33% -1
Worcester 40% 1,849 33% -7 27% 1,827 24% -3 28% 1,545 27% -1
Springfield 31% 1,525 28% -3 17% 1,500 18% 1 17% 1,355 15% -2
Lynn 34% 1,248 28% -6 18% 1,238 16% -2 23% 1,032 20% -3
Lowell 40% 826 30% -10 32% 821 23% -9 34% 719 17% -17
Brockton 38% 728 29% -9 18% 722 18% 0 21% 642 19% -2
Lawrence 21% 771 17% -4 14% 754 11% -3 13% 623 14% 1
State 57% 67,825 51% -6 48% 67,096 45% -3 49% 64,735 46% -3
Grade 10 State and Urban District Comparison
In Grade 10 ELA, Boston experienced a smaller decline in performance (-2 ppts) than the state (-6 ppt) and comparable districts. In
Math, Boston saw no change while the state declined (-3 ppts). In Science, Boston saw smaller declines than the state and
comparable districts.
Source: MA DESE
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2025 ACCESS Results
Slide 56
Summary
▫The overall percent of students making progress increased by 7 percentage points between 2024 and 2025.
▫The Non-High School making progress rate increased by 3.8 points from 2024 and exceeded the 2025 Accountability
target of 46.2%.
▪The state Non-High School rate increased by 1.5 points to 51% and was within its target of 52.2%
▫The High School making progress rate increased by 7.3 ppts from 2024 and exceeded the 2025 Accountability target of
18.9%
▪The state High School making progress rate increased by 5.5 points to 24.5% and exceeded its target of 20.3%
2025 ACCESS
Districtwide ACCESS Achievement
The Making Progress calculation includes students participating in the ACCESS ALT test, as well as any student who was absent.
Slide 57
2025 ACCESS
State and Urban District Comparison
The Making Progress calculation includes students participating in the ACCESS ALT test, as well as any student who was absent.
Overall, the percent of students making progress increased from 37% in 2024 to 41% in 2025. This one year improvement is similar to
that of other large urban districts across Massachusetts.
ACCESS
Percentage of Students Making Progress
District # Included
in Progress 2023 # Included
in Progress 2024 # Included
in Progress 2025
Boston 9,992 34% 10,142 37% 10,997 41%
Springfield 2,913 34% 2,938 39% 3,051 42%
Worcester 5,810 32% 5,909 35% 6,231 36%
Brockton 3,287 32% 3,379 33% 3,669 38%
Lynn 4,791 33% 5,193 37% 5,722 39%
Lowell 3,075 35% 3,112 37% 3,306 41%
Lawrence 3,772 26% 3,948 27% 4,392 31%
State 81,235 38% 87,465 42% 93,778 44%
Slide 58
2025 ACCESS
Making Progress by Grade Level
The Making Progress calculation includes students participating in the ACCESS ALT test, as well as any student who was absent.
Across grade levels, the district saw a 1-year improvement (+3 ppts) in the rate of students making progress. The largest
improvement was in Grade 11 (+8 ppts) and 3 (-7 ppts). Grades 4 and 6 experienced -5 ppts and -1 ppts decreases respectively.
Percent of Students Making Progress
Student Group 2020 2022 2023 2024 2025 1-yr Trend 5-yr Trend
All Students 44% 42% 34% 37% 41% 3 -7
Grade 1 52% 51% 50% 51% 53% 1 -1
Grade 2 66% 60% 57% 63% 63% 6 -3
Grade 3 66% 62% 50% 57% 56% 7 -9
Grade 4 64% 65% 55% 50% 55% -5 -14
Grade 5 51% 45% 33% 34% 40% 1 -17
Grade 6 24% 25% 17% 16% 26% -1 -8
Grade 7 32% 26% 16% 20% 24% 4 -12
Grade 8 33% 25% 19% 20% 27% 1 -13
Grade 9 28% 26% 16% 20% 28% 4 -8
Grade 10 25% 27% 17% 18% 21% 1 -7
Grade 11 17% 20% 10% 18% 26% 8 1
Grade 12 17% 21% 9% 12% 23% 3 -5
MCAS Target Summary
Slide 60
MA DESE measures progress towards targets separately for ELA, Math, and Science MCAS
achievement using the average composite scaled score (CSS) for all grade levels and subject
areas.
Beginning in 2023, each student group, school, and district is assigned one of two paths
depending on how their 2022 achievement compared to 2019:
Recovery Path
▫2022 Achievement was lower than 2019 Achievement
Path Forward
▫2022 Achievement was higher than or equal to 2019 Achievement, or
▫Recovery Path increment is less rigorous than 2019 increment
Additional information: MA DESE
2025 MCAS
Achievement Targets: Two Paths
Slide 61
Math MCAS
Grades 3-8 (Non-HS)
Student Group
Target Summary
2025 2025 Target Target Gap
All Students 485.8 487.5 -1.7
Asian 508.3 509.9 -1.6
Black 477.8 480.5 -2.7
Latinx 479.1 481.3 -2.2
White 506.2 506.8 -0.6
Low Income 479.3 481.5 -2.2
SWD 470.8 473.5 -2.7
ELs and Former ELs 479.9 482.8 -2.9
ELA MCAS
Grades 3-8 (Non-HS)
Student Group
Target Summary
2025 2025 Target Target Gap
All Students 485.8 487.9 -2.1
Asian 501.5 502.3 -0.8
Black 479.7 482.1 -2.4
Latinx 478.7 482.0 -3.3
White 506.7 508.0 -1.3
Low Income 479.3 481.9 -2.6
SWD 470.6 472.7 -2.1
ELs and Former ELs 477.2 481.1 -3.9
Summary
▫Across subject areas, performance in Grades 3-8 fell below state accountability targets, with larger gaps for
ELA performance (-2.1 scaled score points) than Math performance (-1.7 scaled score points).
▫ELA performance gaps are smallest for Asian (-0.8) and White students (-1.3) and largest for Latinx (-3.3) and
Low income (-2.6) students.
▫Math performance gaps are smallest for White (-.06) and Asian students (-1.6) and largest for Black (-2.7)
students and Students with disabilities (-2.7).
2025 MCAS
Grade 3-8 MCAS ELA & Math Target Summary
More information on DESE Accountability Targets can be found here.
Slide 62
Math MCAS
Grade 10 (HS)
Student Group
Target Summary
2025 2025 Target Target Gap
All Students 492.8 495.5 -2.7
Asian 516.8 523.1 -6.3
Black 486.8 490.6 -3.8
Latinx 485.3 489.9 -4.6
White 513.5 517.7 -4.2
Low Income 486.5 491.9 -5.4
SWD 476.7 480.1 -3.4
ELs and Former ELs 478.5 486.2 -7.7
ELA MCAS
Grade 10 (HS)
Student Group
Target Summary
2025 2025 Target Target Gap
All Students 491.5 497.0 -5.5
Asian 509.3 516.5 -7.2
Black 487.0 493.3 -6.3
Latinx 484.4 489.5 -5.1
White 512.8 517.2 -4.4
Low Income 485.4 492.2 -6.8
SWD 476.1 479.9 -3.8
ELs and Former ELs 471.7 478.8 -7.1
Summary
▫Across subject areas, Grade 10 performance fell below accountability targets with greater gaps in ELA (-5.5
scaled score points) than in Math (-2.7 scaled score points).
▫In ELA, gaps are smallest for White students (-4.4) and students with disabilities (-3.8) and greatest for Asian
(-7.2) and Low income students (-6.8).
▫In Math, target gaps are widest for Asian (-6.3) and Low income students (-5.4) and smallest for Black students
(-3.8).
2025 MCAS
Grade 10 MCAS ELA & Math Target Summary
More information on DESE Accountability Targets can be found here.
Slide 63
Bio/Physics MCAS
Grade 10 (HS)
Student Group
Target Summary
2025 2025 Target Target Gap
All Students 489.4 494.5 -5.1
Asian 508.8 513.2 -4.4
Black 483.0 487.5 -4.5
Latinx 481.9 488.2 -6.3
White 509.8 515.2 -5.4
Low Income 483.0 488.0 -5.0
SWD 473.2 477.2 -4.0
ELs and Former ELs 473.8 480.2 -6.4
Science MCAS
Grades 5 & 8 (Non-HS)
Student Group
Target Summary
2025 2025 Target Target Gap
All Students 482.1 483.8 -1.7
Asian 497.4 500.0 -2.6
Black 475.5 476.5 -1.0
Latinx 476.1 477.0 -0.9
White 501.5 502.2 -0.7
Low Income 476.3 479.3 -3.0
SWD 469.6 472.2 -2.6
ELs and Former ELs 474.0 475.6 -1.6
Summary
▫Across grade levels, performance on Science fell below state accountability targets with smaller gaps in
Grades 5 & 8 (-1.7 scaled score points) than in Grade 10 (-5.1 scaled score points).
▫White (-0.7) and Latinx students (-0.9) saw the smallest gaps in Grades 5&8 while saw the largest gaps in
Grade 10 student groups.
▫Students with Disabilities experienced larger target gaps in Grade 10 (-2.6) than in Grades 5 & 8 (-4.0).
2025 MCAS
Grades 5 & 8 and HS MCAS Science Target Summary
More information on DESE Accountability Targets can be found here.
